FINAL RCD UNIT 4 UPO 4th Grade Math · (See grade 4 Language standards 1 here for specific...
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Mathematics ‐ Unit 4 Page 1 of 15 Rigorous Curriculum Design Unit Planning Organizer Subject: Mathematics Grade: 4 Unit Number: 4 Unit Name: Multiplying Fractions and Decimal Fractions Unit Length Days: 20 Mins / Day: 60 Unit Synopsis In this unit, students will extend previous understandings of multiplication to multiply a fraction by a whole number. Students will also solve word problems involving multiplication of a fraction by a whole number. Next students will learn to express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. They will use decimal notation for fractions with denominators 10 or 100. Finally, students will learn to compare two decimals to hundredths by reasoning about their size and recognize that comparisons are valid only when the two decimals refer to the same whole. They will record the results of comparisons with the symbols >, =, or <, and justify their conclusions. Priority Standards Math CCSS Standards for Mathematical Practice 4.NF.4 ‐ Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. a. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4). b. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.) c. Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie? 4.NF.5 ‐ Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. 2 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. 4.NF.6 ‐ Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram. 4.NF.7 ‐ Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model. ☒Make sense of problems and persevere in solving them ☐Reason abstractly and quantitatively ☒Construct viable arguments and critique the reasoning of others ☐Model with mathematics ☐Use appropriate tools strategically ☒Attend to precision ☒Look for and make use of structure ☐Look for and express regularity in repeated reasoning Supporting Standards Math CCSS ELA CCSS NG ELD Standards
Transcript of FINAL RCD UNIT 4 UPO 4th Grade Math · (See grade 4 Language standards 1 here for specific...
Mathematics ‐ Unit 4
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RigorousCurriculumDesignUnitPlanningOrganizer
Subject: Mathematics Grade: 4UnitNumber: 4 UnitName: MultiplyingFractionsandDecimalFractionsUnitLength Days:20 Mins/Day:60
UnitSynopsis
Inthisunit,studentswillextendpreviousunderstandingsofmultiplicationtomultiplyafractionbyawholenumber.Studentswillalsosolvewordproblemsinvolvingmultiplicationofafractionbyawholenumber.Nextstudentswilllearntoexpressafractionwithdenominator10asanequivalentfractionwithdenominator100,andusethistechniquetoaddtwofractionswithrespectivedenominators10and100.Theywillusedecimalnotationforfractionswithdenominators10or100.Finally,studentswilllearntocomparetwodecimalstohundredthsbyreasoningabouttheirsizeandrecognizethatcomparisonsarevalidonlywhenthetwodecimalsrefertothesamewhole.Theywillrecordtheresultsofcomparisonswiththesymbols>,=,or<,andjustifytheirconclusions.
PriorityStandards
MathCCSS StandardsforMathematicalPractice
4.NF.4‐Applyandextendpreviousunderstandingsofmultiplicationtomultiplyafractionbyawholenumber.a.Understandafractiona/basamultipleof1/b.Forexample,useavisualfractionmodeltorepresent5/4astheproduct5×(1/4),recordingtheconclusionbytheequation5/4=5×(1/4).b.Understandamultipleofa/basamultipleof1/b,andusethisunderstandingtomultiplyafractionbyawholenumber.Forexample,useavisualfractionmodeltoexpress3×(2/5)as6×(1/5),recognizingthisproductas6/5.(Ingeneral,n×(a/b)=(n×a)/b.)c.Solvewordproblemsinvolvingmultiplicationofafractionbyawholenumber,e.g.,byusingvisualfractionmodelsandequationstorepresenttheproblem.Forexample,ifeachpersonatapartywilleat3/8ofapoundofroastbeef,andtherewillbe5peopleattheparty,howmanypoundsofroastbeefwillbeneeded?Betweenwhattwowholenumbersdoesyouranswerlie?4.NF.5‐Expressafractionwithdenominator10asanequivalentfractionwithdenominator100,andusethistechniquetoaddtwofractionswithrespectivedenominators10and100.2Forexample,express3/10as30/100,andadd3/10+4/100=34/100.4.NF.6‐Usedecimalnotationforfractionswithdenominators10or100.Forexample,rewrite0.62as62/100;describealengthas0.62meters;locate0.62onanumberlinediagram.4.NF.7‐Comparetwodecimalstohundredthsbyreasoningabouttheirsize.Recognizethatcomparisonsarevalidonlywhenthetwodecimalsrefertothesamewhole.Recordtheresultsofcomparisonswiththesymbols>,=,or<,andjustifytheconclusions,e.g.,byusingavisualmodel.
☒Makesenseofproblemsandpersevereinsolvingthem☐Reasonabstractlyandquantitatively☒Constructviableargumentsandcritiquethereasoningofothers☐Modelwithmathematics☐Useappropriatetoolsstrategically☒Attendtoprecision☒Lookforandmakeuseofstructure☐Lookforandexpressregularityinrepeatedreasoning
Supporting
Standards
MathCCSS ELACCSS NGELDStandards
Mathematics ‐ Unit 4
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4.MD.2‐Usethefouroperationstosolvewordproblemsinvolvingdistances,intervalsoftime,liquidvolumes,massesofobjects,andmoney,includingproblemsinvolvingsimplefractionsordecimals,andproblemsthatrequireexpressingmeasurementsgiveninalargerunitintermsofasmallerunit.Representmeasurementquantitiesusingdiagramssuchasnumberlinediagramsthatfeatureameasurementscale.4.OA.1‐Interpretamultiplicationequationasacomparison,e.g.,interpret35=5×7asastatementthat35is5timesasmanyas7and7timesasmanyas5.Representverbalstatementsofmultiplicativecomparisonsasmultiplicationequations.
RI.4.1Refertodetailsandexamplesinatextwhenexplainingwhatthetextsaysexplicitlyandwhendrawinginferencesfromthetext.RI.4.4Determinethemeaningofgeneralacademicanddomain‐specificwordsorphrasesinatextrelevanttoagrade4topicorsubjectarea.RI.4.7Interpretinformationpresentedvisually,orally,orquantitatively(e.g.,incharts,graphs,diagrams,timelines,animations,orinteractiveelementsonWebpages)andexplainhowtheinformationcontributestoanunderstandingofthetextinwhichitappears.W.4.2.a‐eWriteinformative/explanatorytextstoexamineatopicandconveyideasandinformationclearly.W.4.10Writeroutinelyoverextendedtimeframes(timeforresearch,reflection,andrevision)andshortertimeframes(asinglesittingoradayortwo)forarangeofdiscipline‐specifictasks,purposes,andaudiences.SL.4.1.a‐dEngageeffectivelyinarangeofcollaborativediscussions(one‐on‐one,ingroups,andteacher‐led)withdiversepartnersongrade4topicsandtexts,buildingonothers'ideasandexpressingtheirownclearly.SL.4.2Paraphraseportionsofatextreadaloudorinformationpresentedindiversemediaandformats,includingvisually,quantitatively,andorally.SL.4.3Identifythereasonsandevidenceaspeakerprovidestosupportparticularpoints.SL.4.6DifferentiatebetweencontextsthatcallforformalEnglish(e.g.,presentingideas)andsituationswhereinformaldiscourseisappropriate(e.g.,small‐groupdiscussion);useformalEnglishwhenappropriatetotaskandsituation.(Seegrade4Languagestandards1hereforspecificexpectations.)L.4.3.a,cUseknowledgeoflanguageanditsconventionswhenwriting,speaking,reading,orlistening.L.4.4.a‐cDetermineorclarifythemeaningofunknownandmultiple‐meaningwordsandphrasesbasedongrade4readingandcontent,choosingflexiblyfromarangeofstrategies.L.4.5.cDemonstrateunderstandingofwordsbyrelatingthemtotheiropposites(antonyms)andtowordswithsimilarbutnotidenticalmeanings(synonyms).L.4.6Acquireanduseaccuratelygrade‐appropriategeneralacademicanddomain‐specificwordsandphrases,includingthosethatsignalpreciseactions,emotions,orstatesofbeing(e.g.,quizzed,whined,stammered)andthatarebasictoaparticulartopic(e.g.,wildlife,conservation,andendangeredwhendiscussinganimalpreservation).
ELD.4.I.B.6(RI.4.1,RI.4.4,L.4.3)Readingcloselyliteraryandinformationaltextsandviewingmultimediatodeterminehowmeaningisconveyedexplicitlyandimplicitlythroughlanguage.ELD.4.I.B.7(L.4.3,L.4.5.c)ListeningactivelytospokenEnglishinarangeofsocialandacademiccontext.ELD.4.I.A.2(L.4.6)Interactingwithothersinwritinglanguageinvariouscommunicativeforms(print,communicativetechnology,andmulti‐media).ELD.4.I.C.10(W.4.2.d,W.4.10)Writingliteraryandinformationaltexttopresent,describe,andexplainideasandinformation,usingappropriatetechnology.
InterdisciplinaryStandards
UnwrappedPriorityStandards
Standard1: 4.NF.4‐Applyandextendpreviousunderstandingsofmultiplicationtomultiplyafractionbyawholenumber.a.Understandafractiona/basamultipleof1/b.Forexample,useavisualfractionmodeltorepresent5/4astheproduct5×(1/4),recordingtheconclusionbytheequation5/4=5×(1/4).b.Understandamultipleofa/basamultipleof1/b,andusethisunderstandingtomultiplyafractionbyawholenumber.Forexample,useavisualfractionmodeltoexpress3×(2/5)as6×(1/5),recognizingthisproductas6/5.(Ingeneral,n×(a/b)=(n×a)/b.)c.Solvewordproblemsinvolvingmultiplicationofafractionbyawholenumber,e.g.,byusingvisualfractionmodelsandequationstorepresenttheproblem.Forexample,ifeachpersonatapartywilleat3/8ofapoundofroastbeef,andtherewillbe5peopleattheparty,howmanypoundsofroastbeefwillbeneeded?Betweenwhattwowholenumbersdoesyouranswerlie?
Mathematics ‐ Unit 4
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Skills Concepts Bloom’s DOKMultiply Afractionbyawholenumberbyapplyingandextendingprevious
understandingofmultiplicationofafraction.3 2
Understand afractiona/basamultipleof1/b. Forexample,useavisualfractionmodeltorepresent5/4asthe
product5×(1/4),recordingtheconclusionbytheequation5/4=5×(1/4).
2 1
Understand amultipleofa/basamultipleof1/b. 2 1Use thisunderstandingtomultiplyafractionbyawholenumber.
Forexample,useavisualfractionmodeltoexpress3×(2/5)as6×(1/5),recognizingthisproductas6/5.(Ingeneral,n×(a/b)=(n×a)/b.)
3 2
Solve wordproblemsinvolvingmultiplicationofafractionbyawholenumber,e.g.,byusingvisualfractionmodelsandequationstorepresenttheproblem.
Forexample,ifeachpersonatapartywilleat3/8ofapoundofroastbeef,andtherewillbe5peopleattheparty,howmanypoundsofroastbeefwillbeneeded?Betweenwhattwowholenumbersdoesyouranswerlie?
4 3
Standard2: 4.NF.5‐Expressafractionwithdenominator10asanequivalentfractionwithdenominator100,andusethistechniquetoaddtwofractionswithrespectivedenominators10and100.2Forexample,express3/10as30/100,andadd3/10+4/100=34/100.
Skills Concepts Bloom’s DOKExpress afractionwithdenominator10asanequivalentfractionwith
denominator1002 2
Use thistechniquetoaddtwofractionswithrespectivedenominators10and100.2
Forexample,express3/10as30/100,andadd3/10+4/100=34/100.
3 2
Standard3: 4.NF.6‐Usedecimalnotationforfractionswithdenominators10or100.Forexample,rewrite0.62as62/100;describealengthas0.62meters;locate0.62onanumberlinediagram.
Skills Concepts Bloom’s DOKUse decimalnotationforfractionswithdenominators10or100.
Forexample,rewrite0.62as62/100;describealengthas0.62meters;locate0.62onanumberlinediagram.
2 1
Standard4: 4.NF.7‐Comparetwodecimalstohundredthsbyreasoningabouttheirsize.Recognizethatcomparisonsarevalidonlywhenthetwodecimalsrefertothesamewhole.Recordtheresultsofcomparisonswiththesymbols>,=,or<,andjustifytheconclusions,e.g.,byusingavisualmodel.
Skills Concepts Bloom’s DOKCompare twodecimalstohundredthsbyreasoningabouttheirsize. 4 3Recognize thatcomparisonsarevalidonlywhenthetwodecimalsrefertothe
samewhole.1 1
Record Recordtheresultsofcomparisonswiththesymbols>,=,or<. 2 2Justify theconclusions,e.g.,byusingavisualmodel. 4 3
Mathematics ‐ Unit 4
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LearningProgressions
Standard1: Applyandextendpreviousunderstandingsofmultiplicationtomultiplyafractionbyawholenumber.CCSS.Math.Content.4.NF.B.4.aUnderstandafractiona/basamultipleof1/b.Forexample,useavisualfractionmodeltorepresent5/4astheproduct5×(1/4),recordingtheconclusionbytheequation5/4=5×(1/4).CCSS.Math.Content.4.NF.B.4.bUnderstandamultipleofa/basamultipleof1/b,andusethisunderstandingtomultiplyafractionbyawholenumber.Forexample,useavisualfractionmodeltoexpress3×(2/5)as6×(1/5),recognizingthisproductas6/5.(Ingeneral,n×(a/b)=(n×a)/b.)CCSS.Math.Content.4.NF.B.4.cSolvewordproblemsinvolvingmultiplicationofafractionbyawholenumber,e.g.,byusingvisualfractionmodelsandequationstorepresenttheproblem.Forexample,ifeachpersonatapartywilleat3/8ofapoundofroastbeef,andtherewillbe5peopleattheparty,howmanypoundsofroastbeefwillbeneeded?Betweenwhattwowholenumbersdoesyouranswerlie?
PreviousGrade3NF.1,3NF.3c
CurrentGrade NextGrade5NF.2,4,6
Skills Concepts Skills Concepts Skills ConceptsUnderstand afraction1/basthe
quantityformedby1partwhenawholeispartitioned
intobequalparts;understandafractiona/basthequantityformedbya
partsofsize1/b
Understand afractiona/basamultipleof1/b.Forexample,useavisualfractionmodeltorepresent5/4
astheproduct5×(1/4),recordingtheconclusionbytheequation5/4=5×(1/4).
Solve wordproblemsinvolvingadditionandsubtractionof
fractionsreferringtothesamewhole,includingcasesof
unlikedenominators,e.g.,byusingvisualfractionmodelsorequationstorepresenttheproblem.Usebenchmark
fractionsandnumbersenseoffractionstoestimatementallyandassessthereasonableness
ofanswers.Forexample,recognizeanincorrectresult2/5+1/2=3/7,byobserving
that3/7<1/2.Express wholenumbersasfractions,
andrecognizefractionsthatareequivalenttowhole
numbers.Examples:Express3intheform3=3/1;
recognizethat6/1=6;locate4/4and1atthesamepointofanumberlinediagram.
Understand amultipleofa/basamultipleof1/b,andusethisunderstandingtomultiplyafractionbyawholenumber.Forexample,useavisualfractionmodeltoexpress3×(2/5)as6×(1/5),recognizingthisproductas6/5.(Ingeneral,n×(a/b)=(n×a)/b.)
Interpret theproduct(a/b)×qasapartsofapartitionofqintobequalparts;equivalently,astheresultofasequenceofoperationsa×q÷b.For
example,useavisualfractionmodeltoshow(2/3)×4=8/3,andcreateastorycontextforthisequation.Dothesamewith
(2/3)×(4/5)=8/15.(Ingeneral,(a/b)×(c/d)=ac/bd.)
N/A N/A Solve wordproblemsinvolvingmultiplicationofafractionbyawholenumber,e.g.,byusingvisualfractionmodelsandequationstorepresenttheproblem.Forexample,ifeachpersonatapartywilleat3/8ofapoundofroastbeef,andtherewillbe5peopleattheparty,howmanypoundsofroastbeefwillbeneeded?Betweenwhattwo
wholenumbers
Solve realworldproblemsinvolvingmultiplicationoffractionsandmixednumbers,e.g.,byusingvisualfractionmodelsorequationstorepresentthe
problem.
Mathematics ‐ Unit 4
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Standard2: NF5Expressafractionwithdenominator10asanequivalentfractionwithdenominator100,andusethistechniquetoaddtwofractionswithrespectivedenominators10and100.2Forexample,express3/10as30/100,andadd3/10+4/100
=34/100.PreviousGrade
3NF3aCurrentGrade NextGrade
5NF5Skills Concepts Skills Concepts Skills Concepts
Understand twofractionsasequivalent(equal)iftheyarethesamesize,orthesamepointona
numberline.
Express afractionwithdenominator10asanequivalentfractionwithdenominator100,andusethistechniquetoaddtwofractionswithrespectivedenominators10and100.2Forexample,express3/10as30/100,andadd3/10+4/100=34/100.
Interpret
Comparing
Explaining
multiplicationasscaling(resizing),by:thesizeofaproducttothesizeofonefactoronthebasisofthesizeoftheotherfactor,withoutperformingtheindicatedmultiplication.whymultiplyingagivennumberbyafractiongreaterthan1resultsinaproductgreaterthanthegivennumber(recognizingmultiplicationbywholenumbersgreaterthan1asafamiliarcase);explainingwhymultiplyingagivennumberbyafractionlessthan1resultsinaproductsmallerthanthegivennumber;andrelatingtheprincipleoffractionequivalencea/b=(n×a)/(n×b)totheeffectofmultiplyinga/bby1
Standard3: NF6:Usedecimalnotationforfractionswithdenominators10or100.Forexample,rewrite0.62as62/100;describealengthas0.62meters;locate0.62onanumberlinediagram.
PreviousGraden/a
CurrentGrade NextGrade5NF5a
Skills Concepts Skills Concepts Skills ConceptsN/A N/A Use decimalnotationfor
fractionswithdenominators10or100.Forexample,
rewrite0.62as62/100;describealengthas0.62meters;locate0.62onanumberline
diagram.
Comparing thesizeofaproducttothesizeofone
factoronthebasisofthesizeoftheotherfactor,withoutperformingthe
indicatedmultiplication.
Standard4: NF7:Comparetwodecimalstohundredthsbyreasoningabouttheirsize.Recognizethatcomparisonsarevalidonlywhenthetwodecimalsrefertothesamewhole.Recordtheresultsofcomparisonswiththesymbols>,=,or<,and
justifytheconclusions,e.g.,byusingavisualmodel.PreviousGrade
n/aCurrentGrade NextGrade
n/aSkills Concepts Skills Concepts Skills ConceptsN/A N/A Compare twodecimalstohundredthsby
reasoningabouttheirsize.Recognizethatcomparisonsarevalidonlywhenthetwodecimalsrefertothesamewhole.Recordtheresultsofcomparisonswiththesymbols>,=,or<,andjustifytheconclusions,e.g.,byusingavisualmodel.
N/A N/A
Mathematics ‐ Unit 4
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BigIdea(s) CorrespondingEssentialQuestion(s)4.NF.4–Wewillusevisualmodelsandequationstorepresentmultiplicationoffractions4.NF.5–Tenthsandhundredthscanbeusedwhenfindingequivalentfractionstoaddthemtogether.4.NF.6‐Decimalnotationforfractionswithdenominators10or100canberewrittenas0.1and0.01respectively.E.g.1/10and1/100willbewrittenas0.1and0.01.4.NF.7–Comparingtwodecimalsorfractionscanonlybecomparedwhentheyarereferencingthesamewhole
4.NF.4–Howdoyourepresentmultiplyingfractionswithwholenumbersincomputationandwordproblems?4.NF.5–Whencan10thsand100thsbeusedinterchangeably?4.NF.6–Howarefractionsof10thsand100thsrepresentedasdecimals?4.NF.7‐Whenarethecomparisonoftwoormoredecimalsorfractionsvalid?
UnitVocabularyWordsAcademicCross‐CurricularVocabulary(Tier2) Content/DomainSpecificVocabulary(Tier3)
ApplyUnderstandModelExpressRepresentDescribe
Compare/ComparisonsRecognizeRecord
Multiply/MultiplicationFraction
WholeNumberMultipleEquationProductSolve
WordProblemsVisualFractionModel
DenominatorEquivalent
DecimalNotationHundredthsTenthsSymbols
GreaterThanLessThanEqualTo
ResourcesforVocabularyDevelopment(Strategies,RoutinesandActivities)
21stCenturySkills☐CreativityandInnovation☒CriticalThinkingandProblemSolving☒CommunicationandCollaboration☐FlexibilityandAdaptability
☐InitiativeandSelf‐Direction☒SocialandCross‐CulturalSkills☐ProductivityandAccountability☒LeadershipandResponsibility
Costa&Kallick,2008
UnitAssessmentsPre‐Assessment Post‐Assessment
Pleasecheckwww.alvordschools.org/cfaforIDnumbers.
Pleasecheckwww.alvordschools.org/cfaforIDnumbers.
ScoringGuidesandAnswerKeys
EmbeddedwithinEADMS
EmbeddedwithinEADMS
Mathematics ‐ Unit 4
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EngagingScenarioOverview(Situation,challenge,role,audience,productorperformance)
Description:TheFundraiserYourschoolishavingafundraiser.Youareinchargeofthedrinkandsnackstand.Youwillberesponsibleforsupplyingdrinksandsnackstosellduringparent‐teacherconferenceweek.Youwillbegivenachartwithpricesfromthreedifferentstores.Evaluatewhichstoresaregoingtobethebesttopurchaseyourproductsfrom.Youneedtobuy100drinksand100snacks.Theseamountsneedtobeshownasfractionswithadenominatorof100.Findthetotalyouwillspendondrinksandonsnacks.Basedonhowmuchyouspent,howmuchwillyouchargeforyourdrinks?Howmuchwillyouchargeforyoursnacks?Ifyousoldeverythingyoubought,wereyoursalesprofitable?Youwillresearchandgatheryourinformationindividuallyandplaceyourdataintoyourchart.
SuggestedLengthofTime
Days:20Mins/Day:60
EngagingLearningExperiencesSynopsisofAuthenticPerformanceTasks
AuthenticPerformanceTasks DescriptionSuggestedLengthofTime
Task1:SnacksatyourSale4.NF.4‐Applyandextendpreviousunderstandingsofmultiplicationtomultiplyafractionbyawholenumber.a.Understandafractiona/basamultipleof1/b.Forexample,useavisualfractionmodeltorepresent5/4astheproduct5×(1/4),recordingtheconclusionbytheequation5/4=5×(1/4).b.Understandamultipleofa/basamultipleof1/b,andusethisunderstandingtomultiplyafractionbyawholenumber.Forexample,useavisualfractionmodeltoexpress3×(2/5)as6×(1/5),recognizingthisproductas6/5.(Ingeneral,n×(a/b)=(n×a)/b.)c.Solvewordproblemsinvolvingmultiplicationofafractionbyawholenumber,e.g.,byusingvisualfractionmodelsandequationstorepresenttheproblem.Forexample,ifeachpersonatapartywilleat3/8ofapoundofroastbeef,andtherewillbe5peopleattheparty,howmanypoundsofroastbeefwillbeneeded?Betweenwhattwowholenumbersdoesyouranswerlie?BigIdea–WewillusevisualmodelsandequationstorepresentmultiplicationoffractionsEssentialQuestion–Howdoyourepresentmultiplyingfractionswithwholenumbersincomputationandwordproblems?
Youhavepurchasedsnacksforyourweekofsales.Snackswereboughtinmixandmatchcasesof32itemseach.Yourcaseismadeupof popcorn,
chips, cookies,and crackers.Representeachofthesefractionsasafactorofthewholecase.
Days:3‐5Mins/Day:60
Task2:DrinksatyourSale4.NF.5‐Expressafractionwithdenominator10asanequivalentfractionwithdenominator100,andusethistechniquetoaddtwofractionswithrespectivedenominators10and100.2Forexample,express3/10as30/100,andadd3/10+4/100=34/100.BigIdea–Tenthsandhundredthscanbeusedwhenfindingequivalentfractionstoaddthemtogether.EssentialQuestion–Whencan10thsand100thsbeusedinterchangeably?
Youpurchasedacaseof100beveragestosell.Wateris ofthecase,juice
boxesare ofthecase,andsodais
ofthecase.Changethefractionsabovetofractionswithadenominatorof100tofigureouttheexactnumberofeachbeverageyouhavetosell.Attheendoftheweek,yousoldALLofthewater, ofjuiceand ofsoda.
Tellhowmanybeveragesyousoldasafractionwith100asadenominator.
Days:3‐5Mins/Day:60
Task3:FractionstoDecimalsThenCompare4.NF.6‐Usedecimalnotationforfractionswithdenominators10or100.Forexample,rewrite0.62as62/100;describealengthas0.62meters;locate0.62onanumberlinediagram.4.NF.7‐Comparetwodecimalstohundredthsbyreasoningabouttheirsize.Recognizethatcomparisonsarevalidonlywhenthetwodecimalsrefertothesamewhole.Recordtheresultsofcomparisonswiththesymbols>,=,or<,andjustifytheconclusions,e.g.,byusingavisualmodel.BigIdea‐Decimalnotationforfractionswithdenominators10or100canberewrittenas0.1and0.01respectively.E.g.1/10and1/100willbewrittenas0.1and0.01.BigIdea–ComparingtwodecimalsorfractionscanonlybecomparedwhentheyarereferencingthesamewholeEssentialQuestion–Howarefractionsof10thsand100thsrepresentedasdecimals?EssentialQuestion‐Whenarethecomparisonoftwoormoredecimalsorfractionsvalid?
Foreachdayofyoursale,youneedtohavesomechangetostartwith.Youhave3quarters,8dimes,12nickels,and7pennies.Representeachoftheseamountsasafractionof10(ifpossible),100,andasadecimalamount.Comparetheamountofeachtypeofmoneyyoustartthedaywith(i.e.pennies,nickels,dimes,andquarters),usingthesymbols>,=,or<.Determinewhichtypeofmoneyyouhavethemostof,leastof,etc.
Days:3‐5Mins/Day:60
Mathematics ‐ Unit 4
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Task4:EngagingScenario Description:Yourschoolishavingafundraiser.Youareinchargeofthedrinkandsnackstand.Youwillberesponsibleforsupplyingdrinksandsnackstosellduringparent‐teacherconferenceweek.Youwillbegivenachartwithpricesfromthreedifferentstores.Evaluatewhichstoresaregoingtobethebesttopurchaseyourproductsfrom.Youneedbuy100drinksand100snacks.Theseamountsneedtobeshownasfractionswithadenominatorof100.Youcouldbuyanequalamountofeachdrinkorsnack,youcouldbuyhalfofonetypeofdrink/snackandhalfanother,youcouldbuyallofthesamedrink/snack,etc.Findthetotalyouwillspendondrinksandonsnacks.Representthatonthechartbelow.SeeExampleonpage14.
Days:3‐5Mins/Day:60
AuthenticPerformanceTask1
Name:Task1:PurchaseofProduct Suggested
LengthDays:3‐5Mins/Day:60
StandardsAddressed
PriorityStandards
CCSSMath StandardsforMathematicalPractice
Task1:PurchaseofProduct.4.NF.4‐Applyandextendpreviousunderstandingsofmultiplicationtomultiplyafractionbyawholenumber.a.Understandafractiona/basamultipleof1/b.Forexample,useavisualfractionmodeltorepresent5/4astheproduct5×(1/4),recordingtheconclusionbytheequation5/4=5×(1/4).b.Understandamultipleofa/basamultipleof1/b,andusethisunderstandingtomultiplyafractionbyawholenumber.Forexample,useavisualfractionmodeltoexpress3×(2/5)as6×(1/5),recognizingthisproductas6/5.(Ingeneral,n×(a/b)=(n×a)/b.)c.Solvewordproblemsinvolvingmultiplicationofafractionbyawholenumber,e.g.,byusingvisualfractionmodelsandequationstorepresenttheproblem.Forexample,ifeachpersonatapartywilleat3/8ofapoundofroastbeef,andtherewillbe5peopleattheparty,howmanypoundsofroastbeefwillbeneeded?Betweenwhattwowholenumbersdoesyouranswerlie?BigIdea–WewillusevisualmodelsandequationstorepresentmultiplicationoffractionsEssentialQuestion–Howdoyourepresentmultiplyingfractionswithwholenumbersincomputationandwordproblems?
☐Makesenseofproblemsandpersevereinsolvingthem☒Reasonabstractlyandquantitatively☒Constructviableargumentsandcritiquethereasoningofothers☒Modelwithmathematics☐Useappropriatetoolsstrategically☒Attendtoprecision☐Lookforandmakeuseofstructure☐Lookforandexpressregularityinrepeatedreasoning
SupportingStandardsCCSSMath CCSSELA NGELD
Mathematics ‐ Unit 4
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4.MD.2‐Usethefouroperationstosolvewordproblemsinvolvingdistances,intervalsoftime,liquidvolumes,massesofobjects,andmoney,includingproblemsinvolvingsimplefractionsordecimals,andproblemsthatrequireexpressingmeasurementsgiveninalargerunitintermsofasmallerunit.Representmeasurementquantitiesusingdiagramssuchasnumberlinediagramsthatfeatureameasurementscale.4.OA.3–Solvemultistepwordproblemsposedwithwholenumbersandhavingwhole‐numberanswersusingthefouroperations,includingproblemsinwhichremaindersmuchbeinterpreted.RepresenttheseproblemsusingequationswithaletterstandingfortheunknownquantityAssessthereasonablenessofanswersusingmentalcomputationandestimationsstrategiesincludingrounding.
RI.4.4Determinethemeaningofgeneralacademicanddomain‐specificwordsorphrasesinatextrelevanttoagrade4topicorsubjectarea.RI.4.7Interpretinformationpresentedvisually,orally,orquantitatively(e.g.,incharts,graphs,diagrams,timelines,animations,orinteractiveelementsonWebpages)andexplainhowtheinformationcontributestoanunderstandingofthetextinwhichitappears.L.4.4.a‐cDetermineorclarifythemeaningofunknownandmultiple‐meaningwordsandphrasesbasedongrade4readingandcontent,choosingflexiblyfromarangeofstrategies.L.4.6Acquireanduseaccuratelygrade‐appropriategeneralacademicanddomain‐specificwordsandphrases,includingthosethatsignalpreciseactions,emotions,orstatesofbeing(e.g.,quizzed,whined,stammered)andthatarebasictoaparticulartopic(e.g.,wildlife,conservation,andendangeredwhendiscussinganimalpreservation).
ELD.4.I.B.6(RI.4.1,RI.4.4,L.4.3)Readingcloselyliteraryandinformationaltextsandviewingmultimediatodeterminehowmeaningisconveyedexplicitlyandimplicitlythroughlanguage.ELD.4.I.B.7(L.4.3,L.4.5.c)ListeningactivelytospokenEnglishinarangeofsocialandacademiccontext.ELD.4.I.A.2(L.4.6)Interactingwithothersinwritinglanguageinvariouscommunicativeforms(print,communicativetechnology,andmulti‐media).ELD.4.I.C.10(W.4.2.d,W.4.10)Writingliteraryandinformationaltexttopresent,describe,andexplainideasandinformation,usingappropriatetechnology.ELD.4.II.A.1(W.4.2.d)UnderstandingTextstructure.ELD.4.II.A.2(W.4.2.d)Understandingcohesion
TeachingandLearningProgression
Suggestions:Teachstudentstoapplyandextendpreviousunderstandingsofmultiplicationtomultiplyafractionbyawholenumber.BY…a.Teachingthemtounderstandafractiona/basamultipleof1/b.Forexample,useavisualfractionmodeltorepresent5/4astheproduct5×(1/4),recordingtheconclusionbytheequation5/4=5×(1/4).b.Teachingthemtounderstandamultipleofa/basamultipleof1/b,andusethisunderstandingtomultiplyafractionbyawholenumber.Forexample,useavisualfractionmodeltoexpress3×(2/5)as6×(1/5),recognizingthisproductas6/5.(Ingeneral,n×(a/b)=(n×a)/b.)c.Teachingthemtosolvewordproblemsinvolvingmultiplicationofafractionbyawholenumber,e.g.,byusingvisualfractionmodelsandequationstorepresenttheproblem.Forexample,ifeachpersonatapartywilleat3/8ofapoundofroastbeef,andtherewillbe5peopleattheparty,howmanypoundsofroastbeefwillbeneeded?Betweenwhattwowholenumbersdoesyouranswerlie?
Resources:See4thGradeCaliforniaMathematicsFramework:http://www.cde.ca.gov/ci/ma/cf/documents/aug2013gradefour.pdfEngageNewYorkCommonCoreGeorgiaPerformanceStandards(CCGPS)www.learnzillions.comwww.commoncoresheets.comYouhavepurchasedsnacksforyourweekofsales.Snackswereboughtinmixandmatchcasesof32itemseach.Yourcaseismadeupof popcorn, chips, cookies,and crackers.
Representeachofthesefractionsasafactorofthewholecase.Youbought4casesofsnacksatthebeginningoftheweek.Attheendoftheweek,youhaveofyourpopcorn, ofyourchips, ofyourcookies,and ofyourcrackersleftover.
Representeachofthesefractionsasafactorofthewholeamountofsnacksyoubeganwith.
Bloom’s DOK2 1
ScoringRubric4–Thorough3–Adequate2–Partial1–Minimal
InstructionalStrategiesAllStudents SWD ELs Enrichment
CooperativeGroupingwithassignedroles
StudyBuddy
Graphicorganizers Differentiated
instruction
Graphicorganizers Differentiated
instruction
CooperativeGroupingwithassignedroles.
Morechallengingwork
Mathematics ‐ Unit 4
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Think‐Pair‐Share Clearexpectationsand
examples Addressinglearning
modalities/Accommodatinglearningstylepreferences.
Repetition Manipulatives Modifiedcurriculum Additionaltime
www.alvordusdrcd.org
Repetition Manipulatives
aboveandbeyondgradelevel.
Tieredassignments.
AuthenticPerformanceTask2
Name:Task2:Denominatorsof10to100 Suggested
LengthDays:3‐5Mins/Day:60
StandardsAddressed
PriorityStandards
CCSSMath StandardsforMathematicalPractice
Task2:Denominatorsof10to1004.NF.5‐Expressafractionwithdenominator10asanequivalentfractionwithdenominator100,andusethistechniquetoaddtwofractionswithrespectivedenominators10and100.2Forexample,express3/10as30/100,andadd3/10+4/100=34/100.BigIdea–Tenthsandhundredthscanbeusedwhenfindingequivalentfractionstoaddthemtogether.EssentialQuestion–Whencan10thsand100thsbeusedinterchangeably?
☐Makesenseofproblemsandpersevereinsolvingthem☒Reasonabstractlyandquantitatively☒Constructviableargumentsandcritiquethereasoningofothers☒Modelwithmathematics☐Useappropriatetoolsstrategically☒Attendtoprecision☐Lookforandmakeuseofstructure☐Lookforandexpressregularityinrepeatedreasoning
SupportingStandardsCCSSMath CCSSELA NGELD
4.MD.2‐Usethefouroperationstosolvewordproblemsinvolvingdistances,intervalsoftime,liquidvolumes,massesofobjects,andmoney,includingproblemsinvolvingsimplefractionsordecimals,andproblemsthatrequireexpressingmeasurementsgiveninalargerunitintermsofasmallerunit.Representmeasurementquantitiesusingdiagramssuchasnumberlinediagramsthatfeatureameasurementscale.4.OA.3–Solvemultistepwordproblemsposedwithwholenumbersandhavingwhole‐numberanswersusingthefouroperations,includingproblemsinwhichremaindersmuchbeinterpreted.RepresenttheseproblemsusingequationswithaletterstandingfortheunknownquantityAssessthereasonablenessofanswersusingmentalcomputationandestimationsstrategiesincludingrounding.
RI.4.4Determinethemeaningofgeneralacademicanddomain‐specificwordsorphrasesinatextrelevanttoagrade4topicorsubjectarea.RI.4.7Interpretinformationpresentedvisually,orally,orquantitatively(e.g.,incharts,graphs,diagrams,timelines,animations,orinteractiveelementsonWebpages)andexplainhowtheinformationcontributestoanunderstandingofthetextinwhichitappears.L.4.4.a‐cDetermineorclarifythemeaningofunknownandmultiple‐meaningwordsandphrasesbasedongrade4readingandcontent,choosingflexiblyfromarangeofstrategies.L.4.6Acquireanduseaccuratelygrade‐appropriategeneralacademicanddomain‐specificwordsandphrases,includingthosethatsignalpreciseactions,emotions,orstatesofbeing(e.g.,quizzed,whined,stammered)andthatarebasictoaparticulartopic(e.g.,wildlife,conservation,andendangeredwhendiscussinganimalpreservation).
ELD.4.I.B.6(RI.4.1,RI.4.4,L.4.3)Readingcloselyliteraryandinformationaltextsandviewingmultimediatodeterminehowmeaningisconveyedexplicitlyandimplicitlythroughlanguage.ELD.4.I.B.7(L.4.3,L.4.5.c)ListeningactivelytospokenEnglishinarangeofsocialandacademiccontext.ELD.4.I.A.2(L.4.6)Interactingwithothersinwritinglanguageinvariouscommunicativeforms(print,communicativetechnology,andmulti‐media).ELD.4.I.C.10(W.4.2.d,W.4.10)Writingliteraryandinformationaltexttopresent,describe,andexplainideasandinformation,usingappropriatetechnology.
TeachingandLearningProgression
Suggestions:Teachstudentstoexpressafractionwithdenominator10asanequivalentfractionwithdenominator100,andusethistechniquetoaddtwofractionswithrespectivedenominators10and100.Forexample,express3/10as30/100,andadd3/10+4/100=34/100.
Bloom’s DOK2 1ScoringRubric4–Thorough3–Adequate2–Partial1–Minimal
Mathematics ‐ Unit 4
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Resources:See4thGradeCaliforniaMathematicsFramework:http://www.cde.ca.gov/ci/ma/cf/documents/aug2013gradefour.pdfEngageNewYorkCommonCoreGeorgiaPerformanceStandards(CCGPS)www.learnzillions.comwww.commoncoresheets.comYoupurchasedacaseof100beveragestosell.Wateris ofthecase,juiceboxesare
ofthecase,andsodais ofthecase.
Changethefractionsabovetofractionswithadenominatorof100tofigureouttheexactnumberofeachbeverageyouhavetosell.Attheendoftheweek,yousoldALLofthewater, ofjuiceand ofsoda.Tellhow
manybeveragesyousoldasafractionwith100asadenominator.
InstructionalStrategiesAllStudents SWD ELs Enrichment
CooperativeGroupingwithassignedroles
StudyBuddy Think‐Pair‐Share Clearexpectationsand
examples Addressinglearning
modalities/Accommodatinglearningstylepreferences.
Graphicorganizers Differentiated
instruction Repetition Manipulatives Modifiedcurriculum Additionaltime
www.alvordusdrcd.org
Graphicorganizers Differentiated
instruction Repetition Manipulatives
CooperativeGroupingwithassignedroles.
Morechallengingworkaboveandbeyondgradelevel.
Tieredassignments.
AuthenticPerformanceTask3
Name:Task3:FractionstoDecimalsThenCompare Suggested
LengthDays:3‐5Mins/Day:60
StandardsAddressed
PriorityStandards
CCSSMath StandardsforMathematicalPractice
Task3:4.NF.6‐Usedecimalnotationforfractionswithdenominators10or100.Forexample,rewrite0.62as62/100;describealengthas0.62meters;locate0.62onanumberlinediagram.BigIdea‐Decimalnotationforfractionswithdenominators10or100canberewrittenas0.1and0.01respectively.E.g.1/10and1/100will
☒Makesenseofproblemsandpersevereinsolvingthem☒Reasonabstractlyandquantitatively☒Constructviableargumentsandcritiquethereasoningofothers☒Modelwithmathematics
Mathematics ‐ Unit 4
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bewrittenas0.1and0.01.EssentialQuestion–Howarefractionsof10thsand100thsrepresentedasdecimals?4.NF.7‐Comparetwodecimalstohundredthsbyreasoningabouttheirsize.Recognizethatcomparisonsarevalidonlywhenthetwodecimalsrefertothesamewhole.Recordtheresultsofcomparisonswiththesymbols>,=,or<,andjustifytheconclusions,e.g.,byusingavisualmodel.BigIdea–ComparingtwodecimalsorfractionscanonlybecomparedwhentheyarereferencingthesamewholeEssentialQuestion‐Whenarethecomparisonoftwoormoredecimalsorfractionsvalid?
☐Useappropriatetoolsstrategically☒Attendtoprecision☐Lookforandmakeuseofstructure☐Lookforandexpressregularityinrepeatedreasoning
SupportingStandardsCCSSMath CCSSELA NGELD
4.MD.2‐Usethefouroperationstosolvewordproblemsinvolvingdistances,intervalsoftime,liquidvolumes,massesofobjects,andmoney,includingproblemsinvolvingsimplefractionsordecimals,andproblemsthatrequireexpressingmeasurementsgiveninalargerunitintermsofasmallerunit.Representmeasurementquantitiesusingdiagramssuchasnumberlinediagramsthatfeatureameasurementscale.4.OA.3–Solvemultistepwordproblemsposedwithwholenumbersandhavingwhole‐numberanswersusingthefouroperations,includingproblemsinwhichremaindersmuchbeinterpreted.RepresenttheseproblemsusingequationswithaletterstandingfortheunknownquantityAssessthereasonablenessofanswersusingmentalcomputationandestimationsstrategiesincludingrounding.
RI.4.4Determinethemeaningofgeneralacademicanddomain‐specificwordsorphrasesinatextrelevanttoagrade4topicorsubjectarea.RI.4.7Interpretinformationpresentedvisually,orally,orquantitatively(e.g.,incharts,graphs,diagrams,timelines,animations,orinteractiveelementsonWebpages)andexplainhowtheinformationcontributestoanunderstandingofthetextinwhichitappears.L.4.4.a‐cDetermineorclarifythemeaningofunknownandmultiple‐meaningwordsandphrasesbasedongrade4readingandcontent,choosingflexiblyfromarangeofstrategies.L.4.6Acquireanduseaccuratelygrade‐appropriategeneralacademicanddomain‐specificwordsandphrases,includingthosethatsignalpreciseactions,emotions,orstatesofbeing(e.g.,quizzed,whined,stammered)andthatarebasictoaparticulartopic(e.g.,wildlife,conservation,andendangeredwhendiscussinganimalpreservation).
ELD.4.I.B.6(RI.4.1,RI.4.4,L.4.3)Readingcloselyliteraryandinformationaltextsandviewingmultimediatodeterminehowmeaningisconveyedexplicitlyandimplicitlythroughlanguage.ELD.4.I.B.7(L.4.3,L.4.5.c)ListeningactivelytospokenEnglishinarangeofsocialandacademiccontext.ELD.4.I.A.2(L.4.6)Interactingwithothersinwritinglanguageinvariouscommunicativeforms(print,communicativetechnology,andmulti‐media).ELD.4.I.C.10(W.4.2.d,W.4.10)Writingliteraryandinformationaltexttopresent,describe,andexplainideasandinformation,usingappropriatetechnology.ELD.4.II.A.1(W.4.2.d)UnderstandingTextstructure.ELD.4.II.A.2(W.4.2.d)Understandingcohesion
TeachingandLearningProgression
Suggestions:Teachstudentstousedecimalnotationforfractionswithdenominators10or100.Forexample,rewrite0.62as62/100ORDescribealengthas0.62metersORLocate0.62onanumberlinediagram.
Bloom’s DOK
2 1ScoringRubric
Mathematics ‐ Unit 4
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Resources:See4thGradeCaliforniaMathematicsFramework:http://www.cde.ca.gov/ci/ma/cf/documents/aug2013gradefour.pdfEngageNewYorkCommonCoreGeorgiaPerformanceStandards(CCGPS)www.learnzillions.comwww.commoncoresheets.comForeachdayofyoursale,youneedtohavesomechangetostartwith.Youhave3quarters,8dimes,12nickels,and7pennies.
Representeachoftheseamountsasafractionof10(ifpossible),100,andasadecimalamount.
Suggestions:Teachstudentstocomparedecimalstohundredthsbyreasoningabouttheirsizeandtorecognizethatcomparisonsarevalidonlywhenthetwodecimalsrefertothesamewhole.Studentsshouldbeabletorecordtheresultsofcomparisonswiththesymbols>,=,or<,andjustifytheirconclusionsbyusingavisualmodel.
Resources:
See4thGradeCaliforniaMathematicsFramework:http://www.cde.ca.gov/ci/ma/cf/documents/aug2013gradefour.pdfEngageNewYorkCommonCoreGeorgiaPerformanceStandards(CCGPS)www.learnzillions.comwww.commoncoresheets.comUsingtask3,comparetheamountofeachtypeofmoneyyoustartthedaywith(i.e.pennies,nickels,dimes,andquarters),usingthesymbols>,=,or<.
Determinewhichtypeofmoneyyouhavethemostof,leastof,etc.
4–Thorough3–Adequate2–Partial1–Minimal
InstructionalStrategiesAllStudents SWD ELs Enrichment
CooperativeGroupingwithassignedroles
StudyBuddy Think‐Pair‐Share Clearexpectationsand
examples Addressinglearning
modalities/Accommodatinglearningstylepreferences.
Graphicorganizers Differentiated
instruction Repetition Manipulatives Modifiedcurriculum Additionaltime
www.alvordusdrcd.org
Graphicorganizers Differentiated
instruction Repetition Manipulatives
CooperativeGroupingwithassignedroles.
Morechallengingworkaboveandbeyondgradelevel.
Tieredassignments.
Mathematics ‐ Unit 4
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Task 4 (Engaging Scenario)
DetailedDescription(situation,challenge,role,audience,productorperformance)Description:Yourschoolishavingafundraiser.Youareinchargeofthedrinkandsnackstand.Youwillberesponsibleforsupplyingdrinksandsnackstosellduringparent‐teacherconferenceweek.Youwillbegivenachartwithpricesfromthreedifferentstores.Evaluatewhichstoresaregoingtobethebesttopurchaseyourproductsfrom.Youneedbuy100drinksand100snacks.Theseamountsneedtobeshownasfractionswithadenominatorof100.Youcouldbuyanequalamountofeachdrinkorsnack,youcouldbuyhalfofonetypeofdrink/snackandhalfanother,youcouldbuyallofthesamedrink/snack,etc.Findthetotalyouwillspendondrinksandonsnacks.Representthatonthechartbelow.SeeExample.
Drinks Snacks
PricePerSoda
PricePerJuiceBox
PricePerGatorade
PricePerWaterBottle
PricePerPackofPopcorn
PricePerBagofChips
PricePerPackofCookies
PricePerPackofCrackers
Costco $0.25 $0.20 $0.80 $0.10 $0.99 $0.75 $0.70 $0.75
Wal‐Mart $0.50 $0.15 $0.75 $0.30 $0.95 $0.85 $0.65 $0.75Vons $0.75 $0.25 $0.75 $0.20 $0.99 $0.99 $0.80 $0.75
Drink FractionBought Store PricePerType AmountBoughtTotalForEach
DrinkSoda JuiceBoxes Gatorade Water
TotalofAllDrinks:
Snacks FractionBought Store PricePerType AmountBoughtTotalForEach
SnackPopcorn Chips Cookies Crackers
TotalofAllSnacks: ForExample:
Drink FractionBought Store PricePerType AmountBought TotalForEachDrink
Soda 25/100 Costco $0.25 25 $6.25JuiceBoxes 25/100 Walmart $0.15 25 $3.75
Gatorade 25/100 Vons $0.75 25 $18.75Water 25/100 Costco $0.10 25 $2.50
TotalofAllDrinks: $31.25Snacks FractionBought Store PricePerType AmountBought TotalForEach
Snack
Popcorn 25/100 Walmart $0.95 25 $23.75Chips 25/100 Costco $0.75 25 $18.75
Cookies 25/100 Walmart $0.65 25 $16.25Crackers 25/100 Vons $0.75 25 $18.75
TotalofAllSnacks: $77.50
Basedonhowmuchyouspent,howmuchwillyouchargeforyourdrinks?Howmuchwillyouchargeforyoursnacks?Ifyousoldeverythingyoubought(100drinks,100snacks),wereyoursalesprofitable?Forexample:IfIcharge$0.50oneachdrink,Iwillmake$50whichisaprofitof$18.75.IfIcharged$1.00foreachsnack,Iwillmake$100whichisaprofitof$22.50(Allinformationisbasedontheexamplechartabove.)Youwillresearchandgatheryourinformationindividuallyandplaceyourdataintoyourchart.Youwillthenmeetinsmallgroups,shareyourinformation,andvoteonthesalesthatyourgroupfindstobethemostprofitable.Yourgroupwillneedtopresentyourreporttoyourclassandmakeanargumentastowhyyoupickedthepricesyoudid,whetheryoursalewasprofitable,andhowmuchmoneyyoumade/lost.
Mathematics ‐ Unit 4
Page 15 of 15
InstructionalStrategiesAllStudents SWD ELs Enrichment
CooperativeGroupingwithassignedrolesStudyBuddyThink‐Pair‐ShareClearexpectationsandexamplesAddressinglearningmodalities/Accommodatinglearningstylepreferences.
GraphicorganizersDifferentiatedinstructionRepetitionManipulativesModifiedcurriculumAdditionaltime
www.alvordusdrcd.org
GraphicorganizersDifferentiatedinstructionRepetitionManipulatives
CooperativeGroupingwithassignedroles.Morechallengingworkaboveandbeyondgradelevel.Tieredassignments.
FeedbacktoCurriculumTeamReflectontheteachingandlearningprocesswithinthisunitofstudy.Whatweresomesuccessesandchallengesthatmightbehelpfulwhenrefiningthisunitofstudy?
Successes Challenges
StudentPerspective
TeacherPerspective
